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Benchmarks for Professional Learning

Did the activity have a focus on learning for me as a teacher, which furthers my ability to support the children/students I teach (now or in the future)?

  • Think about how the learning would fit within your context e.g. the age group you teach, your content areas/specialisations, the needs of your learners, your development needs, school/site priorities, etc.
  • You will not be able to count time spent facilitating learning for others e.g. delivering a workshop, mentoring a pre-service teacher, etc. as this is not learning for you (except any time spent doing your own training/research etc. in preparation for this).

Was the activity over and above the day-to-day role and responsibilities of a teacher?

  • Completing tasks such as planning, using a curriculum, programming, preparation of learning resources, assisting learners with their work, assessment and reporting (and so on) are part of a teacher’s role and are not professional learning activities.
  • Just because an activity occurs outside of teaching hours does not automatically mean it is professional learning e.g. parent-teacher interviews, camps, supervising extra-curricular activities etc. are all part of a teacher’s day-to-day role so not considered professional learning.
  • You can count professional learning that you have undertaken at work or which your employer requires you to do e.g. first aid training or PD components of staff meetings.

Could I make a connection between this activity and at least one of the Australian Professional Standards for Teachers (APSTs)?

  • You need to be able to draw a link between each learning activity you record and one or more of the Australian Professional Standards for Teachers.
  • You will also need to briefly describe, in your own words, how you have made this connection.


Please refer to the Frequently Asked Questions and other pages in the Professional Learning menu for further information.